<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982023000100172</article-id>
<article-id pub-id-type="doi">10.1590/0102-469835344</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[MODELO DE COMPETÊNCIA DOCENTE DIGITAL: REVISÃO BIBLIOMÉTRICA E DE LITERATURA]]></article-title>
<article-title xml:lang="es"><![CDATA[MODELO DE COMPETENCIA DOCENTE DIGITAL: REVISIÓN BIBLIOMÉTRICA Y DE LITERATURA]]></article-title>
<article-title xml:lang="en"><![CDATA[DIGITAL TEACHING COMPETENCE MODEL: BIBLIOMETRICS AND LITERATURE REVIEW]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PERIN]]></surname>
<given-names><![CDATA[ELONI DOS SANTOS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FREITAS]]></surname>
<given-names><![CDATA[MARIA DO CARMO DUARTE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COELHO]]></surname>
<given-names><![CDATA[TAIANE RITTA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>39</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982023000100172&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982023000100172&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982023000100172&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A competência docente digital é assunto recente nos debates científicos no Brasil. Essa temática encontra-se em expansão e está relacionada à utilização das tecnologias digitais na educação, especialmente no ensino remoto após o período de pandemia do coronavírus. Por isso, este artigo tem o objetivo de identificar na literatura quais são as competências digitais necessárias ao trabalho docente. O tema é discutido a partir da literatura internacional, com abordagem mista, ou seja, possui aspectos quantitativos, que utiliza método de análise bibliométrica, e qualitativos, com análise de conteúdo. Para isso, foram selecionados 120 artigos das bases Web of Science, Scopus e Science Direct, com busca realizada com o termo competência docente digital e com filtro temporal de 2015 a 2020. Foram identificados termos que são utilizados para expressar a integração da tecnologia digital à educação e representam a competência digital. A análise de conteúdo indica que, na profissão docente, são identificadas seis categorias de competência digital, que envolvem o manuseio de ferramentas digitais, habilidades de informação e comunicação, conhecimentos e habilidades para ensinar ou competências pedagógicas para autodesenvolver-se e para tratar das questões socioculturais que permeiam o trabalho docente. Conclui-se que as categorias identificadas constituem um modelo ainda inexplorado de competências docentes digitais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La competencia digital docente es un tema reciente en los debates científicos en Brasil. El tema está en expansión y está relacionado con el uso de las tecnologías digitales en la educación, especialmente en la enseñanza a distancia después del período de pandemia del Coronavirus. Por ello, el artículo pretende identificar en la literatura qué competencias digitales son necesarias para el trabajo docente. El tema es discutido a partir de la literatura internacional, con un enfoque mixto, o sea, tiene aspectos cuantitativos, que utilizan un método de análisis bibliométrico, y cualitativo, con análisis de contenido. Para ello, fueron seleccionados 120 artículos de las bases de datos Web of Science, Scopus y Science Direct, con una búsqueda realizada con el término competencia digital docente y con un filtro temporal de 2015 a 2020. Fueron identificados términos que son utilizados para expresar la integración de la tecnología digital en la educación y que representan la competencia digital. El análisis de contenido indica que en la profesión docente se identifican seis categorías de competencia digital, que involucran el manejo de herramientas digitales, habilidades de información y comunicación, conocimientos y habilidades para enseñar o habilidades pedagógicas, para el autodesarrollo y para tratar aspectos socioculturales que están relacionados al trabajo docente. Resulta que las categorías identificadas constituyen un modelo aún inexplorado de competencias docentes digitales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Digital teaching competence is a recent subject in Brazilian scientific debates. This expanding theme is related to the use of digital technologies in education, especially in remote teaching after the coronavirus pandemic. Therefore, this article aims to identify in the literature which digital skills are needed for teaching. We discuss the theme from the international literature with a mixed approach of quantitative aspects, using bibliometric analysis, and qualitative ones, with content analysis. We selected 120 articles from the Web of Science, Scopus and Science Direct databases, using the search terms 'digital teaching competence' and the time frame from 2015 to 2020. We identified terms used to express the integration of digital technology into education and represent digital competence. Content analysis indicated six categories of digital competence in teaching, involving the handling of digital tools, information and communication skills, knowledge and skills to teach or pedagogical skills, to self-develop and to deal with issues sociocultural aspects that permeate the teaching work. We conclude that the identified categories constitute a still unexplored model of digital teaching skills.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Competência docente digital]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="es"><![CDATA[Competencia docente digital]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="en"><![CDATA[Digital teaching competence]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
</kwd-group>
</article-meta>
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